Music Education with a Long Tradition
The University of Siegen has been training music teachers since its founding as a comprehensive university in 1972. In fact, the history of the program dates back to the “Siegerland College of Education,” founded in 1964 (from 1965: Siegerland Department of the PH Westfalen-Lippe), where Dankmar Venus (1929–2020)—known for his work in music education—worked until 1969.
In keeping with this tradition, teacher training programs for elementary, Hauptschule, and Realschule were initially offered; since 2000, students have also been able to pursue a teaching degree for Gymnasium, including as a dual major (Music+Music).
At the same time, the music education program in Siegen has traditionally had strong research focuses, which the respective department heads have prioritized in different ways.
Here we provide information about the activities of the Music Education team.
An Introduction to Music Education
Research, Teaching, and Support
"A music-pedagogically guided reflection on music is central to our work in both teaching and research. We explore topics in comparative and historical music education research, guide students through their professional development, and support those who are already teaching music in schools while still in school."
"Based on the concept of music as a social practice, our goal is to guide students in their development and the acquisition of multifaceted skills as they pursue careers as music teachers—in a way that is musically and artistically authentic and academically grounded. Teaching music in general education schools, initiating and conducting ensembles—all of this goes hand in hand with the duty to promote school development. Driven by the conviction that music is essential to school as a space for living, learning, and experiencing, it follows that music teachers remain alert, attentive, and curious about music in all its forms.”
Our Research Profile
Learning and Teaching Music
Comparative music education research involves the observation, description, and interpretation of the prerequisites, conditions, and possibilities for the acquisition and teaching of music in various contexts. This requires not only an understanding of music education as a cultural phenomenon, but also an awareness of the observer’s subjective perspective. Comparative music education aims to help reflect on the use of one’s own concepts and practices while simultaneously broadening the horizon for diverse problem-solving strategies.
Current research focuses on the thematic areas of ESD (SDGs), national policies, and global identities, as well as language-sensitive music education within a comparative paradigm.
Historical music education research examines music-related teaching and learning in the past, whereby “engaging with the past […] serves to critically examine one’s own position, self-understanding, and the ability to navigate the present and future” (Kraemer, 2007, p. 331).
Key topics include the history of the discipline, the culture of remembrance, and institutional history.
, as at many other institutions, we approachclassroom research by addressing specific research questions.
Key topics include discussing music, judgment-sensitive music instruction, and models of improvisation.
We conductcurriculum research in a variety of ways, from both comparative and historical perspectives.
Research Focus Areas
- Comparative Music Education Research
- Historical Music Education Research
- Instructional Research
- Curriculum Research
